I will be keeping track of my reading list (12 books) using a GoogleDoc.
Comment:Hey, Jenna, Right now, your journal is public -- you can set it to share with just me if you don't want it public. If you do want it public, know that you can also transition to a blog! :) Good work so far! Best, Dr. Y
Books I've read for my YAL Reading List so far :
1. Freakboy by Kristin Elizabeth Clark LGBTQ and or Non-Binary Gender
2. Salt to the Sea by Ruta Sepetys Mystery/ Adventure/ Thriller
3. Prisoners of Geography: Ten Maps that Explain Everything About the World by Tim Marshall Nonfiction
4. The Chocolate War by Robert Cormier
5. Long Walk to Valhalla by Adam Smith and Matthew Fox Graphic Novel
6. It's Kind of a Funny Story by Ned Vizzini Problem Novel
7. Legend by Marie Lu YAL Series (1st title)
8. Americus by MK Reed & Jonathan Hill Drama
9. Home of the Brave by Katherine Applegate Other Culture (Sudanese)
10. Gym Candy by Carl Deuker Sports Novel
11. All American Boys by Jason Reynolds & Brendan Kiely African American
12. Artemis Fowl by Eoin Colfer Fantasy e-book
"Who Is The Good Teacher?" & "Afterward"
I enjoyed the "Who Is The Good Teacher" chapter. It's important to remember good teachers come in many different packages. What will work well for one teacher, may be a disaster for another, but it is important for us to learn from one another and take those experiences as learning experiences. I also never thought about looking for good teachers in places outside of school. That is an interesting concept, and I look forward to finding some examples to apply to my own teaching philosophy. I want to be constantly evolving as a teacher. This is part of what makes our job so exciting - being able to adapt and learn from our own mistakes. I want to make a difference in the lives of my students, and in order to do this, I need to take risks and be reflective of my own practice.
"And it means that in order to become the kind of knowledgeable grown-ups to whom students will wish to apprentice themselves, teachers of adolescents must read, must write, and must teach from our literate experiences and literary passions." YES! YES! YES! Preach Nancie Atwell! I think it is imperative that our students see us as readers and writers. This is something I try to portray myself as in the classroom. I try to read as much YAL as possible, averaging 40-50 titles a year. I do this so I can recommend novels to my students and so I can discuss the novels they are reading independently with them. These discussions not only portrays me as a reader, but it also helps build a relationship with my students through the power of books. It's also important for us to be considered writers. This, I have found, is much more difficult to portray. In order to do this, every single writing assignment I give to my students, I do along with them. I show them each step of the process. The document camera has become my friend. I use it to show my thinking process and discuss this process with my students. Nancie Atwell is a genius. I have used her writing lessons with my writing assignments for years, and the work students produce through these strategies is mind-boggling. I wish I had good writing teachers growing up, but I had to figure out how to write on my own. I can give my students ample modeled texts and strategies to make their writing better. I've applied Atwell's strategies to my own writing and I've seen my writing improve which is something I've discussed with my students.
I've chosen to have a campfire as my metaphor for the teacher I want to be. I want to create a warm and inviting atmosphere for my students. I want to be someone who encourages collaboration and someone who engages her audience. People gather around campfires creating an inclusive atmosphere. I want a classroom where students from different backgrounds can come together and learn from one another. Where they can share their experiences and thoughts in a safe environment. Where they can take creative risks and share their learning journeys with one another. Whenever I am around a campfire, it almost puts me in a dream state where everything feels surreal. I want my teaching to have that effect on my students. I want to draw them in and make a difference in their lives.
Chapter 9 Adolescent Literacy Beers, Probst, & Rief Summary: Cleverly written in letters, this chapter discusses the merits of correspondence between students and teachers The main reason for starting this correspondence is to build relationships with students. This can be overwhelming when you have lots of students, but there are ways to make it easier on the teacher. You can set up a schedule and just read and respond to a few letters a day, or you can respond to everyone in one reply to the class. I've posted the Top Nineteen Benefits of Teacher-Student Letter Writing because I thought it summed up the reasons for using letter writing in your classroom no matter what subject you teach.
Take-aways:
A schedule is necessary in order to do this well. I have students write to me in their journals and I check them every 3 weeks. This has me reading 10 journals 4 days a week. This takes me about an hour to read and respond to and I find every minute of it worth it.
You get to hear from those students who never speak in class. I've had those silent students thank me for the correspondence because of how difficult they find it connecting to the teacher in class.
I have found that having this connection with my students has made us like each other more. I have more topics to discuss with them individually. Having this classroom climate makes the learning process go more smoothly. They know I care about them as people, and they are willing to put in the work in class for a teacher they feel cares about them.
You can make the correspondence pertain to your class. Have them write about what they are struggling with or concepts that they understand. This helps you plan accordingly, and students have a safe place to ask for assistance.
10/26 Reading Takeaways
Our classrooms are becoming more and more diverse! A classroom consists of individuals.
The canon does not represent our contemporary students - students are learning about the canon rather than from it
Minority students benefit less - not represented OR they're stereotyped
How can students discuss and share when they are not engaged with their reading assignments? How can diversities be recognized and discussed if they are poorly represented in the literature assigned?
Males benefit from reading about strong female characters
Some may cause discomfort, we can't ignore who is in our classroom
Where can we find short stories with diverse contemporary characters
Ch. 4 Bushman & Haas "The Reading-Writing Connection"
I do not remember a lot of the writing assignments that I had in middle school, but what I do remember was writing based on the literature we were reading. I remember responding to short prompts before, during, and after the reading process. I also remember participating in writing contests throughout my middle school years. My teachers always commended me on my writing abilities and they encouraged me to participate. There were even times I won school writing contests and had to read my writing in front of the entire school. Even with this encouragement of my teachers, I never saw myself as an accomplished writer. In high school most of our writing assignments, if not all, dealt with the literature we were reading in class. I remember writing a lot of literature analysis pieces based off the novels we read as a class. I never thought of writing as something separate than reading because of how interconnected my teachers made it. I also do not remember having any choice in what I wrote or how I presented my learning.
I always tell my students that what will make them better readers and writers is practice. The more you read, the better reader you become. The more you write, the better writer you become. Students also need to interact with great writing. Reading great pieces of writing will help students emulate great writing. This is one of the more powerful takeaways I gathered from our reading. When I give students writing assignments, we always analyze similar writing before they begin. For example, my students write a flash fiction piece. Before students begin we discuss what flash fiction is and what will be expected of them. The next step is reading and analyzing several pieces of flash fiction. I do this so they can have a concept of what they will be writing, but to also experience good writing in a format they will be expected to accomplish. Grammar taught in isolation does not help students as much as when you give them time to practice grammar rules within real forms of writing. Worksheets of grammar practice do not make students better writers. I found this takeaway comforting. I teach grammar mini-lessons and then ask them to apply what we've learned in their writing. I also really like the idea of buddy journals. Students write journals in my classroom, and I am always looking for ways to give students a real audience. Buddy journals do just that. Students write reading responses on their independent reading and pairing them up with a buddy to share these thoughts allows them an opportunity to share the books they are reading as well. I will definitely be implementing this strategy in my classroom. I love Nancie Atwell. She is definitely a teacher hero of mine. I love her workshop model. I have failed to find a way to incorporate writing workshop into my classroom, but it is a goal of mine. The part I always get stuck on is the grading aspect. I have to have a certain number of grades per quarter and our grade books are set up to give students the same assignment. Writing workshop seems overwhelming, but I know I will get there one day.
Ch. 6 Bushman & Haas & Ch. 11 "Young Adult Literature in the English Class" Response:
In my high school and middle school years, choice was limited. I remember having more choice of what I read in my elementary school years, and that choice was taken away as I got older. I don't remember a lot of the novels I read in middle school, but I do remember them being whole group novels. We read together as a class, answered questions that pertained to the novel, and then we were tested on what we could regurgitate from out discussions. In high school, we read only from the canon. Young adult literature wasn't used at all. I did read the novels assigned to me, but I remember struggling through the majority of them because I couldn't find a way to connect to the reading. The one novel I remember making an impact was The Count of Monte Cristo which became one of my all-time favorite novels. I still read this novel once a year because of my love for it.
As I've stated before, I push independent reading with my students. Through this independent reading, I want students to read critically and show their thinking through reading responses. These two chapters gave me ideas on how to ask for a variety of reading responses from students. I liked the idea of having students set up like a science fair, except that it is a book fair. Half the students can present while the other half hear about authors and books. I give book talks to my students, but I can appreciate the power of book talks given from the students. I would like to have students use a platform, like flipgrid, to record their book talks and respond to what other students post. This gives them a bigger audience than just the teacher checking their assignments. I also like the use of found poetry to discuss themes from a novel or an excerpt from a novel. This could make for a powerful journal entry, and an entry students would be excited to share. I have had students create found poems in units of poetry, but never as a journal option. I am always looking for ways students can respond to their independent reading, and these chapters gave me several options to use. I also like the movie poster idea from the "Lucky 7" activities listed in the Nillsen chapter. I've done something similar (a one-pager) where students essentially make a poster with the following: title author, important quotes, an important image, and a personal statement explaining what the text meant to them. These chapters also gave suggestions for anthologies where to find good short stories and poems to use within the classroom. I find it difficult to find good young adult short stories. I am glad to have found some collections and plan on previewing some of the suggestions. I like to use short stories and poems in class because they are something easily digestible. We can spend a limited amount of time on the literature without students getting bored with the topics of discussion. This chapter has me considering teaching thematically as well. I plan to sit down with my PLC to discuss this possibility and discuss what texts (novels, short stories, and poems) we can use for each theme.
Ch. 3 Bushman & Haas Response:
Thinking back through my literature education, I often was asked to respond to my reading. In middle school, I remember teachers reading novels aloud to us and having several discussions about what we read, but the tests involved would be us remember information about what we read instead of a response or reflection. It was all about remembering the details of our discussions or the novel to prove we were paying attention in class. I remember enjoying the discussions but never looking forward to the assessments. I would always be worried I wouldn't remember the right information for the test. In one year in middle school I was totally disengaged because we were just asked to answer reading comprehension questions after reading a short story. There was no discussion or reading response, just regurgitation. In high school, we were assigned books to read on our own. I remember getting the lists of books over the summer and going to the store to buy them. Our high school English class were split up as the book mentions, chronologically. We would have pop quizzes on our nightly reading, again asking us to extract specific information from what was read. Instead of responding to the literature we read, we were asked to remember specific details of the text to prove we read. Our discussions, which I always enjoyed, were different. We were able to explore our reactions to the text. It was a stark contrast to what we were expected to do for assessments. I have always enjoyed reading and discussing literature, but these assessments for information would always cause me anxiety while reading. I was always worried about remembering the wrong facts.
Comment:Sadly, I think many students experience this disconnect -- Beers describes the assessment disconnect well. Even sadder though, many students don't even get the level of discussion you describe here. It's nice to see that you've taken a different approach below that values your students.
As a reader, I see the merit in responding to literature. I see the merit in having discussions with others about the literature I read. I am a member of a book club. We meet once a month to discuss the novels we read together. I actually have a book club meeting today to discuss Prisoners of Geography: Ten Maps that Explain Everything About the World. I look forward to these meetings every week. As I'm reading, I make notes of excerpts I want to discuss or excerpts to which I had a strong reaction. These discussions always help me understand the text I have read better, and I truly enjoy hearing what others have to say about the books we read. As a teacher, I am reflective of myself as a reader and what it means to be a reader. I want students to know their reactions to the text matter and are valuable. My students participate in a lot of the activities the book offers as suggestions. My students keep a journal of their reactions to their independent reading. Students are required to write in their journal at least once a week to respond to their reading. I give students guiding questions to consider as they write. I also have students write more formal pieces responding to their reading. Students write a letter to me analyzing a piece of literature they have read. Students also write journal entries based on the literature we are reading together as a class. I try to make these topics reaction based, so they are more concerned with their thoughts and feelings instead of extracting information. My students also participate in dystopian literature circles, and after reading this chapter, I want them to be participating in them more. Through reading the text students analyze and discuss the hero's journey, what makes a hero, and how it applies to their novel. In my class, we often have class discussions and group discussions about what we read, but I would like to do more Socratic seminars. I haven't done of these in a few years, but I remember the students enjoying them. More so they learn to listen and respond to each other accordingly - an important skill. This is one of my goals for this year, to incorporate more organized class discussions. This is a great way for students to connect to their reading and know that their reactions to the literature we read are valued.
Comment: So awesome that you're in a book club and that it has such a great impact on you. Just think how much of an impact this can have on students -- does have on students in the right contexts. As you imply, literature circles can function in a very similar way, and I'm glad you're using them and that you want to expand your use of them. Keep me posted!
Ch. 2 Bushman & Haas Response:
I am constantly searching good YA novels to book talk and recommend to my students, and one of the important characteristics of a good novel I search for is one with a powerful beginning. I know if the novel can peak the interest of my readers, in the beginning, they will stick with it and notice the other characteristics that make the novel successful. The chapter discusses how hooks, character development, dialogue can instantly reel in a reader's interest and make them want to continue reading. If I can find novels for my students that do this, it makes my job as a teacher much easier.
I want my students to read foremost for enjoyment, but, as the text says, I want them to know why they enjoy the novel and think critically about what makes what they are reading good literature. I have my students write reading responses to the text they are reading to give them a chance to think about what makes the novels their reading enjoyable. I ask them to discuss the conflict in the plot, think about how the setting affects the conflict, to analyze the characters, and think about character motivations and whether or not they are reliable. I want them to identify themes that speak to them and think about whether these themes confirm or challenge their beliefs. I want them questioning why the author has chosen a certain point of view for their novel. My students should be looking at the language, for powerful metaphors and humor, and reflect on why these aspects of the novel intensify their reading. I don't expect all of these characteristics to be discussed in every reading response, but for students to choose which of these speak to them while reading. I've noticed that when I give students characteristics to notice, their responses do not disappoint. I want my students to evaluate their novels with an authentic voice, and letting them choose how they evaluate makes this possible.
As an evaluative reader, I first read the beginning of a novel to decide whether or not I will enjoy the plot. I am looking to be hooked into the story. I want a novel with conflicts with which I can connect. I want a novel that speaks to me about universal values and human conditions. I look for these themes as I'm reading and try to connect them to my own life. I want them challenging my beliefs. I believe that a good book can make me a better person, and that is constantly something I request from my reading. As an evaluator of literature, I also search for good language. A powerful metaphor can take my breath away. I will often highlight or write down the language, so I can return to the phrase later. I also enjoy novels whose point of view changes throughout. I like hearing the point of view of several characters and gaining multiple perspectives of characters surrounding the conflict of the story. It makes the novel appear the have multiple shades of gray as I understand each character's motives.
What I do as I evaluate novels is not different from what I ask students to do while they read. I think this is key. I want my students to become lifelong readers and enjoy the process. Asking them to reflect honestly and critically about the books they are reading is preparing them for this journey.
Ch. 11 Bushman & Haas Response:
The history of YA fiction is indeed interesting, and honestly, it did not occur to me writing for the YA audience once did not exist. I was born in the 80's, and I began my YAL journey in the 90's. I constantly read. I loved, and I still do, to immerse myself in the problems of adolescents and compare their circumstances or reactions to my own. I do not remember gravitating towards one type of genre, but some of the novels that stand out from my time spent in adolescence are The Giver, The Outsiders, The Babysitter's Club, Sweet Valley High, Catcher and the Rye, The Adventures ofHuckleberry Finn, To Kill a Mockingbird, and A Wrinkle in Time. The theme of identity appeared throughout the novels I read as a young adult as I was trying to figure out who I was and wanted to be. Not everything I read was great literature, but each plot added new dimensions to my world as a young adult. Many of the titles I selected gave me a character who was fighting for the greater good. For example, in A Wrinkle in Time, the main character Meg was basically on her own to take down IT. I was amazed at the power someone seemingly ordinary could have. This book helped me discover that I could overcome odds that seemed insurmountable. To Kill a Mockingbird was one of the first novels I read that made me aware of racial tensions and disparities. I continued to read similar novels, like A Time to Kill (not YA), that discussed the unfair treatment of African Americans. I had empathy and wanted to be on the right side of justice.
Although students aren't reaching for their palm pilot to read the classics, many of them use e-books. We are a "bring your own device" school, and some students opt to bring their e-readers to school. In my classroom, I challenge students to read 40 books independently, and we spend 15-20 minutes a class reading our independent novels. I have had to adjust to students using their devices to read their novels. I have had to get over the fact that e-books are not my preferred method of reading, and I have started to encourage students to find which format they prefer. Because of the heavy push of independent reading in my classroom, I am constantly reading YAL in order to give good book recommendations to students. I want to find books with themes that will speak to the students on a personal level. This does not exclude novels written in previous decades but allows students to see that historically adolescents have encountered many of the same problems as adolescents today. Students are still searching for novels that have mystery and suspense, are exciting, and have characters who fight against the odds. These characteristics transcend time, and as a teacher I get to guide students through these experiences. It's not surprising that books have been banned for their content throughout history. As a teacher, I am careful of what I put on my bookshelf. I do not want to be responsible for giving a child a novel they are not ready to experience. I want students to see characters facing adversity. I want students to read about current social topics. But as a teacher, I also have to know the maturity level of my students. I encourage parents to discuss their child's independent novels, so parents are aware of the content their child is reading.
Comment:You're wise for wanting to have a strong classroom library accessible for your students, but also books that meet the needs and maturity level / developmental level of your students. It's great that you encourage your students' parents / guardians to discuss their reading with them. So, how do you limit the books in your library -- do you keep certain books somewhere else that you might be able to recommend for more mature readers?
Pre-reading definition:
Young adult literature is novels that share voices and meaningful experiences for which young adults can relate. Young adults are able to see a reflection of themselves in the literature. Even when characters seem to have unfathomable situations or seem vastly different, the reader is still able to connect with the character and experiences and extract meaning.
After reading definition:
Young adults are constantly reevaluating their identity, and young adult novels give them an avenue to do so. Through reading young adult literature, young people are able to see a reflection of themselves in the text. They are able to experience conflicts consistent with their lives and explore universal themes from which they can extract meaning. They encounter characters who are of similar ages who speak their language. Adolescents enter a period of their life where everything is changing. Their bodies and their attitudes toward the opposite sex are changing. They are beginning to question their parent's values and ponder moral ambiguities. They begin to prepare for life as an adult. Adolescent literature gives them a safe place to reason the abstract propositions, objects, and concepts they have not directly experienced and find their own answers. Adolescent literature speaks directly to young people - it helps craft the voice of moral reasoning. They see characters and plots they can relate to and are given role models of characters who are independently making tough decisions. Hope is created for them as they see characters triumphantly take on their problems and make their lives better. Books offer young people a world outside of their own - transformative experiences novel after novel. These novels are handbooks as they make the transition from adolescent to adult.
Comment:Your revised definition gets at the complexity of what it means to be a young adult quite well, as well as what YAL has to offer both our students as well us, as teachers! Nicely done. Best, Dr. y
Reading List Choice: Virtual Journal
I will be keeping track of my reading list (12 books) using a GoogleDoc.
Comment: Hey, Jenna, Right now, your journal is public -- you can set it to share with just me if you don't want it public. If you do want it public, know that you can also transition to a blog! :) Good work so far! Best, Dr. Y
Books I've read for my YAL Reading List so far :
1. Freakboy by Kristin Elizabeth Clark LGBTQ and or Non-Binary Gender
2. Salt to the Sea by Ruta Sepetys Mystery/ Adventure/ Thriller
3. Prisoners of Geography: Ten Maps that Explain Everything About the World by Tim Marshall Nonfiction
4. The Chocolate War by Robert Cormier
5. Long Walk to Valhalla by Adam Smith and Matthew Fox Graphic Novel
6. It's Kind of a Funny Story by Ned Vizzini Problem Novel
7. Legend by Marie Lu YAL Series (1st title)
8. Americus by MK Reed & Jonathan Hill Drama
9. Home of the Brave by Katherine Applegate Other Culture (Sudanese)
10. Gym Candy by Carl Deuker Sports Novel
11. All American Boys by Jason Reynolds & Brendan Kiely African American
12. Artemis Fowl by Eoin Colfer Fantasy e-book
"Who Is The Good Teacher?" & "Afterward"
I enjoyed the "Who Is The Good Teacher" chapter. It's important to remember good teachers come in many different packages. What will work well for one teacher, may be a disaster for another, but it is important for us to learn from one another and take those experiences as learning experiences. I also never thought about looking for good teachers in places outside of school. That is an interesting concept, and I look forward to finding some examples to apply to my own teaching philosophy. I want to be constantly evolving as a teacher. This is part of what makes our job so exciting - being able to adapt and learn from our own mistakes. I want to make a difference in the lives of my students, and in order to do this, I need to take risks and be reflective of my own practice.
"And it means that in order to become the kind of knowledgeable grown-ups to whom students will wish to apprentice themselves, teachers of adolescents must read, must write, and must teach from our literate experiences and literary passions." YES! YES! YES! Preach Nancie Atwell! I think it is imperative that our students see us as readers and writers. This is something I try to portray myself as in the classroom. I try to read as much YAL as possible, averaging 40-50 titles a year. I do this so I can recommend novels to my students and so I can discuss the novels they are reading independently with them. These discussions not only portrays me as a reader, but it also helps build a relationship with my students through the power of books. It's also important for us to be considered writers. This, I have found, is much more difficult to portray. In order to do this, every single writing assignment I give to my students, I do along with them. I show them each step of the process. The document camera has become my friend. I use it to show my thinking process and discuss this process with my students. Nancie Atwell is a genius. I have used her writing lessons with my writing assignments for years, and the work students produce through these strategies is mind-boggling. I wish I had good writing teachers growing up, but I had to figure out how to write on my own. I can give my students ample modeled texts and strategies to make their writing better. I've applied Atwell's strategies to my own writing and I've seen my writing improve which is something I've discussed with my students.
I've chosen to have a campfire as my metaphor for the teacher I want to be. I want to create a warm and inviting atmosphere for my students. I want to be someone who encourages collaboration and someone who engages her audience. People gather around campfires creating an inclusive atmosphere. I want a classroom where students from different backgrounds can come together and learn from one another. Where they can share their experiences and thoughts in a safe environment. Where they can take creative risks and share their learning journeys with one another. Whenever I am around a campfire, it almost puts me in a dream state where everything feels surreal. I want my teaching to have that effect on my students. I want to draw them in and make a difference in their lives.
Chapter 9 Adolescent Literacy Beers, Probst, & Rief
Summary: Cleverly written in letters, this chapter discusses the merits of correspondence between students and teachers The main reason for starting this correspondence is to build relationships with students. This can be overwhelming when you have lots of students, but there are ways to make it easier on the teacher. You can set up a schedule and just read and respond to a few letters a day, or you can respond to everyone in one reply to the class. I've posted the Top Nineteen Benefits of Teacher-Student Letter Writing because I thought it summed up the reasons for using letter writing in your classroom no matter what subject you teach.
Take-aways:
10/26 Reading Takeaways
Ch. 4 Bushman & Haas "The Reading-Writing Connection"
I do not remember a lot of the writing assignments that I had in middle school, but what I do remember was writing based on the literature we were reading. I remember responding to short prompts before, during, and after the reading process. I also remember participating in writing contests throughout my middle school years. My teachers always commended me on my writing abilities and they encouraged me to participate. There were even times I won school writing contests and had to read my writing in front of the entire school. Even with this encouragement of my teachers, I never saw myself as an accomplished writer. In high school most of our writing assignments, if not all, dealt with the literature we were reading in class. I remember writing a lot of literature analysis pieces based off the novels we read as a class. I never thought of writing as something separate than reading because of how interconnected my teachers made it. I also do not remember having any choice in what I wrote or how I presented my learning.
I always tell my students that what will make them better readers and writers is practice. The more you read, the better reader you become. The more you write, the better writer you become. Students also need to interact with great writing. Reading great pieces of writing will help students emulate great writing. This is one of the more powerful takeaways I gathered from our reading. When I give students writing assignments, we always analyze similar writing before they begin. For example, my students write a flash fiction piece. Before students begin we discuss what flash fiction is and what will be expected of them. The next step is reading and analyzing several pieces of flash fiction. I do this so they can have a concept of what they will be writing, but to also experience good writing in a format they will be expected to accomplish. Grammar taught in isolation does not help students as much as when you give them time to practice grammar rules within real forms of writing. Worksheets of grammar practice do not make students better writers. I found this takeaway comforting. I teach grammar mini-lessons and then ask them to apply what we've learned in their writing. I also really like the idea of buddy journals. Students write journals in my classroom, and I am always looking for ways to give students a real audience. Buddy journals do just that. Students write reading responses on their independent reading and pairing them up with a buddy to share these thoughts allows them an opportunity to share the books they are reading as well. I will definitely be implementing this strategy in my classroom. I love Nancie Atwell. She is definitely a teacher hero of mine. I love her workshop model. I have failed to find a way to incorporate writing workshop into my classroom, but it is a goal of mine. The part I always get stuck on is the grading aspect. I have to have a certain number of grades per quarter and our grade books are set up to give students the same assignment. Writing workshop seems overwhelming, but I know I will get there one day.
9/21 & 9/27 "Infinity" Reader Response Notes "Infinity" Unit Map
Ch. 6 Bushman & Haas & Ch. 11 "Young Adult Literature in the English Class" Response:
In my high school and middle school years, choice was limited. I remember having more choice of what I read in my elementary school years, and that choice was taken away as I got older. I don't remember a lot of the novels I read in middle school, but I do remember them being whole group novels. We read together as a class, answered questions that pertained to the novel, and then we were tested on what we could regurgitate from out discussions. In high school, we read only from the canon. Young adult literature wasn't used at all. I did read the novels assigned to me, but I remember struggling through the majority of them because I couldn't find a way to connect to the reading. The one novel I remember making an impact was The Count of Monte Cristo which became one of my all-time favorite novels. I still read this novel once a year because of my love for it.
As I've stated before, I push independent reading with my students. Through this independent reading, I want students to read critically and show their thinking through reading responses. These two chapters gave me ideas on how to ask for a variety of reading responses from students. I liked the idea of having students set up like a science fair, except that it is a book fair. Half the students can present while the other half hear about authors and books. I give book talks to my students, but I can appreciate the power of book talks given from the students. I would like to have students use a platform, like flipgrid, to record their book talks and respond to what other students post. This gives them a bigger audience than just the teacher checking their assignments. I also like the use of found poetry to discuss themes from a novel or an excerpt from a novel. This could make for a powerful journal entry, and an entry students would be excited to share. I have had students create found poems in units of poetry, but never as a journal option. I am always looking for ways students can respond to their independent reading, and these chapters gave me several options to use. I also like the movie poster idea from the "Lucky 7" activities listed in the Nillsen chapter. I've done something similar (a one-pager) where students essentially make a poster with the following: title author, important quotes, an important image, and a personal statement explaining what the text meant to them. These chapters also gave suggestions for anthologies where to find good short stories and poems to use within the classroom. I find it difficult to find good young adult short stories. I am glad to have found some collections and plan on previewing some of the suggestions. I like to use short stories and poems in class because they are something easily digestible. We can spend a limited amount of time on the literature without students getting bored with the topics of discussion. This chapter has me considering teaching thematically as well. I plan to sit down with my PLC to discuss this possibility and discuss what texts (novels, short stories, and poems) we can use for each theme.
Ch. 3 Bushman & Haas Response:
Thinking back through my literature education, I often was asked to respond to my reading. In middle school, I remember teachers reading novels aloud to us and having several discussions about what we read, but the tests involved would be us remember information about what we read instead of a response or reflection. It was all about remembering the details of our discussions or the novel to prove we were paying attention in class. I remember enjoying the discussions but never looking forward to the assessments. I would always be worried I wouldn't remember the right information for the test. In one year in middle school I was totally disengaged because we were just asked to answer reading comprehension questions after reading a short story. There was no discussion or reading response, just regurgitation. In high school, we were assigned books to read on our own. I remember getting the lists of books over the summer and going to the store to buy them. Our high school English class were split up as the book mentions, chronologically. We would have pop quizzes on our nightly reading, again asking us to extract specific information from what was read. Instead of responding to the literature we read, we were asked to remember specific details of the text to prove we read. Our discussions, which I always enjoyed, were different. We were able to explore our reactions to the text. It was a stark contrast to what we were expected to do for assessments. I have always enjoyed reading and discussing literature, but these assessments for information would always cause me anxiety while reading. I was always worried about remembering the wrong facts.
Comment: Sadly, I think many students experience this disconnect -- Beers describes the assessment disconnect well. Even sadder though, many students don't even get the level of discussion you describe here. It's nice to see that you've taken a different approach below that values your students.
As a reader, I see the merit in responding to literature. I see the merit in having discussions with others about the literature I read. I am a member of a book club. We meet once a month to discuss the novels we read together. I actually have a book club meeting today to discuss Prisoners of Geography: Ten Maps that Explain Everything About the World. I look forward to these meetings every week. As I'm reading, I make notes of excerpts I want to discuss or excerpts to which I had a strong reaction. These discussions always help me understand the text I have read better, and I truly enjoy hearing what others have to say about the books we read. As a teacher, I am reflective of myself as a reader and what it means to be a reader. I want students to know their reactions to the text matter and are valuable. My students participate in a lot of the activities the book offers as suggestions. My students keep a journal of their reactions to their independent reading. Students are required to write in their journal at least once a week to respond to their reading. I give students guiding questions to consider as they write. I also have students write more formal pieces responding to their reading. Students write a letter to me analyzing a piece of literature they have read. Students also write journal entries based on the literature we are reading together as a class. I try to make these topics reaction based, so they are more concerned with their thoughts and feelings instead of extracting information. My students also participate in dystopian literature circles, and after reading this chapter, I want them to be participating in them more. Through reading the text students analyze and discuss the hero's journey, what makes a hero, and how it applies to their novel. In my class, we often have class discussions and group discussions about what we read, but I would like to do more Socratic seminars. I haven't done of these in a few years, but I remember the students enjoying them. More so they learn to listen and respond to each other accordingly - an important skill. This is one of my goals for this year, to incorporate more organized class discussions. This is a great way for students to connect to their reading and know that their reactions to the literature we read are valued.
Comment: So awesome that you're in a book club and that it has such a great impact on you. Just think how much of an impact this can have on students -- does have on students in the right contexts. As you imply, literature circles can function in a very similar way, and I'm glad you're using them and that you want to expand your use of them. Keep me posted!
Ch. 2 Bushman & Haas Response:
I am constantly searching good YA novels to book talk and recommend to my students, and one of the important characteristics of a good novel I search for is one with a powerful beginning. I know if the novel can peak the interest of my readers, in the beginning, they will stick with it and notice the other characteristics that make the novel successful. The chapter discusses how hooks, character development, dialogue can instantly reel in a reader's interest and make them want to continue reading. If I can find novels for my students that do this, it makes my job as a teacher much easier.
I want my students to read foremost for enjoyment, but, as the text says, I want them to know why they enjoy the novel and think critically about what makes what they are reading good literature. I have my students write reading responses to the text they are reading to give them a chance to think about what makes the novels their reading enjoyable. I ask them to discuss the conflict in the plot, think about how the setting affects the conflict, to analyze the characters, and think about character motivations and whether or not they are reliable. I want them to identify themes that speak to them and think about whether these themes confirm or challenge their beliefs. I want them questioning why the author has chosen a certain point of view for their novel. My students should be looking at the language, for powerful metaphors and humor, and reflect on why these aspects of the novel intensify their reading. I don't expect all of these characteristics to be discussed in every reading response, but for students to choose which of these speak to them while reading. I've noticed that when I give students characteristics to notice, their responses do not disappoint. I want my students to evaluate their novels with an authentic voice, and letting them choose how they evaluate makes this possible.
As an evaluative reader, I first read the beginning of a novel to decide whether or not I will enjoy the plot. I am looking to be hooked into the story. I want a novel with conflicts with which I can connect. I want a novel that speaks to me about universal values and human conditions. I look for these themes as I'm reading and try to connect them to my own life. I want them challenging my beliefs. I believe that a good book can make me a better person, and that is constantly something I request from my reading. As an evaluator of literature, I also search for good language. A powerful metaphor can take my breath away. I will often highlight or write down the language, so I can return to the phrase later. I also enjoy novels whose point of view changes throughout. I like hearing the point of view of several characters and gaining multiple perspectives of characters surrounding the conflict of the story. It makes the novel appear the have multiple shades of gray as I understand each character's motives.
What I do as I evaluate novels is not different from what I ask students to do while they read. I think this is key. I want my students to become lifelong readers and enjoy the process. Asking them to reflect honestly and critically about the books they are reading is preparing them for this journey.
Ch. 11 Bushman & Haas Response:
The history of YA fiction is indeed interesting, and honestly, it did not occur to me writing for the YA audience once did not exist. I was born in the 80's, and I began my YAL journey in the 90's. I constantly read. I loved, and I still do, to immerse myself in the problems of adolescents and compare their circumstances or reactions to my own. I do not remember gravitating towards one type of genre, but some of the novels that stand out from my time spent in adolescence are The Giver, The Outsiders, The Babysitter's Club, Sweet Valley High, Catcher and the Rye, The Adventures of Huckleberry Finn, To Kill a Mockingbird, and A Wrinkle in Time. The theme of identity appeared throughout the novels I read as a young adult as I was trying to figure out who I was and wanted to be. Not everything I read was great literature, but each plot added new dimensions to my world as a young adult. Many of the titles I selected gave me a character who was fighting for the greater good. For example, in A Wrinkle in Time, the main character Meg was basically on her own to take down IT. I was amazed at the power someone seemingly ordinary could have. This book helped me discover that I could overcome odds that seemed insurmountable. To Kill a Mockingbird was one of the first novels I read that made me aware of racial tensions and disparities. I continued to read similar novels, like A Time to Kill (not YA), that discussed the unfair treatment of African Americans. I had empathy and wanted to be on the right side of justice.
Although students aren't reaching for their palm pilot to read the classics, many of them use e-books. We are a "bring your own device" school, and some students opt to bring their e-readers to school. In my classroom, I challenge students to read 40 books independently, and we spend 15-20 minutes a class reading our independent novels. I have had to adjust to students using their devices to read their novels. I have had to get over the fact that e-books are not my preferred method of reading, and I have started to encourage students to find which format they prefer. Because of the heavy push of independent reading in my classroom, I am constantly reading YAL in order to give good book recommendations to students. I want to find books with themes that will speak to the students on a personal level. This does not exclude novels written in previous decades but allows students to see that historically adolescents have encountered many of the same problems as adolescents today. Students are still searching for novels that have mystery and suspense, are exciting, and have characters who fight against the odds. These characteristics transcend time, and as a teacher I get to guide students through these experiences. It's not surprising that books have been banned for their content throughout history. As a teacher, I am careful of what I put on my bookshelf. I do not want to be responsible for giving a child a novel they are not ready to experience. I want students to see characters facing adversity. I want students to read about current social topics. But as a teacher, I also have to know the maturity level of my students. I encourage parents to discuss their child's independent novels, so parents are aware of the content their child is reading.
Comment: You're wise for wanting to have a strong classroom library accessible for your students, but also books that meet the needs and maturity level / developmental level of your students. It's great that you encourage your students' parents / guardians to discuss their reading with them. So, how do you limit the books in your library -- do you keep certain books somewhere else that you might be able to recommend for more mature readers?
Pre-reading definition:
Young adult literature is novels that share voices and meaningful experiences for which young adults can relate. Young adults are able to see a reflection of themselves in the literature. Even when characters seem to have unfathomable situations or seem vastly different, the reader is still able to connect with the character and experiences and extract meaning.
After reading definition:
Young adults are constantly reevaluating their identity, and young adult novels give them an avenue to do so. Through reading young adult literature, young people are able to see a reflection of themselves in the text. They are able to experience conflicts consistent with their lives and explore universal themes from which they can extract meaning. They encounter characters who are of similar ages who speak their language. Adolescents enter a period of their life where everything is changing. Their bodies and their attitudes toward the opposite sex are changing. They are beginning to question their parent's values and ponder moral ambiguities. They begin to prepare for life as an adult. Adolescent literature gives them a safe place to reason the abstract propositions, objects, and concepts they have not directly experienced and find their own answers. Adolescent literature speaks directly to young people - it helps craft the voice of moral reasoning. They see characters and plots they can relate to and are given role models of characters who are independently making tough decisions. Hope is created for them as they see characters triumphantly take on their problems and make their lives better. Books offer young people a world outside of their own - transformative experiences novel after novel. These novels are handbooks as they make the transition from adolescent to adult.
Comment: Your revised definition gets at the complexity of what it means to be a young adult quite well, as well as what YAL has to offer both our students as well us, as teachers! Nicely done. Best, Dr. y